assistive technology planner dr. cheryl wissick and dr. elizabeth bagley from iep consideration to...
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Assistive Technology
Planner
Dr. Cheryl Wissick and Dr. Elizabeth
Bagley
From IEP Consideration to Classroom Implementation
Assistive Technology Device
…any item, piece of equipment, or product system, whether acquired commercially, modified, or customized, that is used to increase, maintain, or improve functional capacities of individuals with disabilities.
Assistive Technology Act of 1998 as amended (P.L. 108-364)
Assistive Technology Service…any service that directly assists an individual with a disability in the selection, acquisition, or
use of an assistive technology device." This service includes all of the following possibilities:
1. evaluation of the technology needs of the individual, including a functional evaluation in the individual's customary environment;
2. purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices for individuals with disabilities;
3. selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing of assistive technology devices;
4. coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs;
5. assistive technology training or technical assistance with assistive technology for an individual with a disability, or, where appropriate, the family of an individual with disabilities;
6. training or technical assistance for professionals, employers, or other individuals who provide services to, employ, or otherwise are substantially involved in the major life functions of individuals with disabilities.
Assistive Technology Act of 1998 as amended (P.L. 108-364)
Consideration of AT - The Law Says…• IDEA 2004 stipulates the IEP team must
consider special factors including whether the child needs assistive technology devices and services. (Sec. 300.324)
• Minimal compliance is documenting in the IEP the response to the statement “Does the child need assistive technology devices and services?”
Consideration of AT – QIAT says…
The assistive technology consideration process and results are documented in the IEP and include a rationale for the decision and supporting evidence.
QIAT - Quality Indicators for Assistive Technology
http://www.qiat.org
Consideration of AT - Reality
0
10
20
30
40
50
60
70
80
90
100Narrative
Checkbox Only(South Carolina)
Not Sure
None
Documentation of Consideration of AT
n=81
Per
cent
33%
54%
NATRI, ATIA 2006
9%
4%
Documentation of AT - The Law Says…Recent Legislation
• Individuals with Disabilities Education Act Amendments of 1997 (P.L. 105-17)• Includes a statement that ALL students with an
IEP must be considered for Assistive Technology
• Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004)• Maintained the definition of AT as well as the
accompanying stipulations that AT be considered when developing IEPs
Documentation of AT – QIAT says…
• The education agency has guidelines for documenting AT needs in the IEP and requires their consistent application.
• One common error of documenting assistive technology in the IEP is teams do not know how to document AT in the IEP.
QIAT - Quality Indicators for Assistive Technology
http://www.qiat.org
Documentation of AT - Reality
010
2030
405060
7080
90100
YesNoNot Sure
Percentage of Teachers with AT-Specific IEP Guidelines
n=81P
erce
nt o
f T
each
ers
54%
34%
12%
National Assistive Technology Research Institute, ATIA 2006
Documentation of AT - ExplanationsHave IEP Information But Not AT-Specific
• “For the IEP meetings, there is a lot of trainings or manuals or workshops, there is a lot going on, but not specifically for our assistive technology.” Florida teacher
• “Our district gives us a lot of information on how to write a good IEP, like they give us sample IEPs, but I don’t honestly remember ever seeing a sample one that you checked AT with, and were shown how to do the documentation.” Wisconsin teacher
Documentation of AT - The Law Says…• IDEA 2004 requires assistive technology be
made available to a child with a disability if required as a part of the child’s--• Special education• Related services• Supplementary aids and services (Sec.
300.105)
• The law does not specifically stipulate where AT should be documented in the IEP
Documentation of AT – QIAT says…Assistive technology is included in the
IEP in a manner that provides a clear and complete description of the
devices and services to be provided and used to address student needs
and achieve expected results.
QIAT - Quality Indicators for Assistive Technology
http://www.qiat.org
Documentation of AT - Reality
0
10
20
30
40
50
60
70
80
90
100
Accomodations &Modifications
Related Services
Special Factors
Specially DesignedInstruction
Goals & Objectives
Supplementary Aids& Services
Present Level ofPerformance
How and where in the IEP do you document AT and AT consideration?
n=126
Per
cent
21%
34%
10%
NATRI, ATIA 2006
29%
10%
9% 6%
Consideration of AT – QIAT says…
Assistive technology implementation proceeds according to a collaboratively developed plan.
Intent: Following IEP development, all those involved in implementation work together to develop a written action plan that provides
detailed information about how the AT will be used in specific educational settings, what will
be done, and who will do it.
QIAT - Quality Indicators for Assistive Technology
http://www.qiat.org
AT Implementation Plans - Reality
0
10
20
30
40
50
60
70
80
90
100No AT Plan
Use IEP
Not Sure
Yes
Sometimes
Percent of Teachers Using AT Implementation Plans
n=116
Per
cent
27%
52%
10%
NATRI, ATIA 2006
8%
3%
Teacher Responses - Positive• “No [we don’t] have a specific form, although that would be a good
idea. Without a specific form to define all those questions, it’s nebulous.” Massachusetts teacher
• “Most definitely [need a plan], because our AT specialist can only be available just a few hours each month at my school.” Kentucky teacher
• “I think it needs to be in the implementation plan even as specific as who is going to buy it. Once you have all that stuff in writing it will be easier to manage services, manage how much it is being used, and just makes people more responsible for what their role is in the implementation. Kentucky teacher
• “Probably would be a good idea. Somebody would probably kill me for saying that (laugh). [They will say] then you write it!” Kentucky teacher
Teacher Responses - Negative• “If there is, I don’t think people would adhere to [an new AT
form]. I have never heard of one” California Teacher “No, we have enough forms already, so we don’t need
another one.” Montana teacher “I don’t know of a specific plan that we have or it seems like
it’s way more informal than that.” California teacher “Usually at the IEP meeting, we just talk about how we’re
going to use it and then as soon as the IEP meeting is over, that’s when we start using it however we said we would.” California teacher
“It’s pretty loose here and everyone just kind of does what is needed.”
“Yeah and if somebody is not there then everybody is calling that person to see what’s going on.” California teacher
AT Planner• The Assistive Technology Planner is designed to support
teachers, families, and administrators as they work in collaboration with other IEP team members in planning and implementing assistive technology (AT) services.
• The planner consists of 3 separate booklets for:• teachers, • families, and • administrators.
• It is accompanied by a user's guide that contains a
reproducible AT implementation plan form.
Booklet for Families• AT Implementation form (PDF)• IDEA 2004
(Office of Special Education and Rehabilitation Services website.)
• Human Function Model • AT Continuum • Parent Advocacy Coalition for
Educatipnal Rights (PACER) • Parent Training and Information Ce
nters (PTIs)
• The Family Center on Technology and Disability (FCTD)
• The Alliance for Technology Access (ATA)
Information for Spanish Speakers
Planificador de la Tecnología Asistiva en español
• Imprentar el planeador familiar entero (PDF)
http://natri.uky.edu/atPlanner/atPlannerFamily.html
Booklet for Teachers• AT Implementation form
(PDF: 480 Kb)
• IDEA 2004(Note: This link takes you to the Office of Special Education and Rehabilitation Services website.)
• Human Function Model
• AT Continuum
• Universal design for learning
• Publications on AT • Online Reports • Print Publications
• Organizations that Support AT Use
• AT-Related Federal Legislation
• AT Research and Development
• AT Products and Vendors • List of Products and Vendors
• AT Device Videos
• Searchable Database with AT resources
• State-based Programs that Support AT Use
Booklet for Administrators• AT Implementation form (PDF:
480 Kb)
• IDEA 2004(Note: This link takes you to the Office of Special Education and Rehabilitation Services website.)
• Human Function Model
• AT Continuum
• Universal design for learning
• Publications on AT
• Online Reports
• Print Publications
• Organizations that Support AT Use
• AT-Related Federal Legislation
• AT Research and Development
• AT Products and Vendors
• List of Products and Vendors
• AT Device Videos
• Searchable Database with AT resources
• State-based Programs that Support AT Use
AT Planner CategoriesThe AT Planner contains practical
information about the following topics
• Understanding AT
• Considering AT in the IEP
• Getting Ready for AT
• Implementing AT
AT can help students in all disability areas:
• Complete and/or develop functional skills
• Address physical and sensory challenges
• Access curriculum
• Participate in lessons
• Become more efficient learners
• Bypass lack of skills
Understanding AT
AT – Enhancing All of Life’s FunctionsWhen
considering AT:
• Identify Environments
• Determine the Functional Areas
• Select AT
Understanding AT
Types of AT• AT is NOT only computers and sophisticated devices. • Some AT solutions that do not involve any technology at all!• Low-High Tech Continuum
• Low-tech – Non-electronic devices such as adapted spoon handles, magnifiers, pencil grips, raised line paper, etc.
• Medium-tech – Non complicated mechanical devices such as manual wheelchairs, switch-operated toys & appliances, calculators, audio books, etc.
• High-tech – Devices that incorporate sophisticated electronics or computers such as speech recognition programs and electronic communication devices
• AT continuum is used for decision making across functional areas.
Understanding AT
Matching AT to the Child• Consideration of AT begins with “What does
your child need to do?”• Take into account:
• Environments• Demands placed on your child• Influences that affect AT use
• Maximizing AT Use• Not all AT is right for every child. AT may
create problems when it is mismatched to a child.
Considering AT in the IEP
Identifying Skills Needed• Determine AT Skills
• Look at prerequisite skills needed• If possible, teach prerequisite skills
• Use Task Analysis to help identify skills needed• Identify the steps needed to use the device• Note what is done at each step• Review the list to determine if the child has
all the skills• Decide if accommodations may help the child
bypass skill deficits
Considering AT in the IEP
Trying Out AT• Conduct a trial when considering
the appropriateness of AT for a student
• Steps when planning a trial:• Identify the purpose and desired outcomes of the
trial, including the criteria• Determine a trial period • Design the trial - decide how and where the trial will
take place• Track results• Review trial results & their impact on
implementation
Considering AT in the IEP
Trying Out ATAdministrator &
Teachers
If the student is to use AT on large-scale assessments, make sure that the:
• Student uses the AT device regularly in the classroom
• AT is well suited to the assessment (does the student require more time b/c of the AT, etc
Families
If the student is to use AT on district-wide testing, make sure that your child:
• Has had sufficient time to become proficient using it prior to the test
• Uses the AT regularly in the classroom
• Uses the AT to complete homework assignments
Considering AT in the IEP
Organizing for Success
• PRE strategy
• Arrange the physical space
• Establish routines for use
• Handle equipment problems
• Consider use in multiple settings
• Teach student how to use AT
• Provide realistic context for learning
Getting Ready for AT
AT & Functional SkillsAssistive Technolog
yProficient with AT
Not Proficient
Skill mastered
Maintenance & generalizationNew skillExplore use
Teach features of technology
Skill not mastered
Teach new skill
Practice with known skill, then try new skill
Fu
nctio
nal
Ski
ll
Getting Ready for AT
Planning & Implementing AT – Roles
Administrator’s Role•Providing ongoing
support•Developing policies &
procedures•Monitoring &
evaluating implementation
•Acknowledging teacher efforts and student successes
•Ensuring student results are communicated to the family
Teacher’s Role• Familiarizing yourself
with types of AT• Organizing for AT
implementation• Ensuring that AT is
used consistently• Monitoring student
progress• Communicating
results• Learning more about
AT
Family’s Role• Familiarizing
yourself with types of AT
• Organizing home for AT implementation
• Ensuring that AT is used consistently
• Monitoring student progress
• Communicating results
Getting Ready for AT
Ensuring The Effective Use of AT
Once AT has been selected, use the planning form to address key implementation issues by:• Identifying the point of contact• Assigning responsibility for the AT• Specify training• Connecting AT to IEP goals• Monitoring & evaluating use
EQUIPMENT
EQUIPMENT TASKS
TRAINING
CLASSROOM IMPLEMENTATION
HOME IMPLEMENTATION
Administrator’s Role – ImplementationUsing the PEP Strategy
PPolicies• Written policies and procedures• AT service delivery is evaluated• Staff & families help to develop policies EEquipment• The school-wide includes budget process includes AT• Appropriate equipment is provided and maintainedPPersonnel• Personnel are hired who have AT competencies• Resources are provided• Ongoing training & technical support are provided
Implementing AT
Administrator’s Role – ImplementationEvaluating & Communicating Results• Your role is to support the collection and
analysis of observable, measurable data over time.
• Evaluation Steps:• Define the behavior/task to be measured• Select a recording system• Design a data collection sheet & schedule• Summarize the data in a chart or graph• Monitor student progress & make
adjustments
Implementing AT
Teacher’s Role - Implementation• Integrating AT into Classroom Activities• Evaluating Student Results• Monitoring Use – Observable &
Measurable Data Time• Communicating with the Student’s Family• Collaborating with Colleagues• Using Technology to Enhance Learning for
All
Implementing AT
Family Role - Implementation• Monitoring Use
• Check the AT on a regular basis• Talk to Your Child about AT
• Celebrating Success
Implementing AT